Keyword: «teacher education»

The article considers the ways of organizing project-technological practice for students of Master’s programme “Teacher Education”. The requirements in the sphere of education demand the development of the so called soft skills of graduates: teamwork, cooperation, leadership, flexibility, motivation.

The high rates of socio-economic changes in society and new challenges have led to a transformation in the content of training for young specialists in university pedagogical education. In this context, the modern university is faced with the task of intensifying social partnership in preparing students who are able to quickly become involved in the content and nature of professional activities caused by transformations in the labor market. The purpose of the study is to present a classification of types of social partnership in university teacher education and its content. At the same time, the presented classification will facilitate interaction with other representatives of society, namely with the labor market in order to carry out training, education, socialization of young people and their professional training as young specialists. The methodological basis for determining the types and content of the classification of students in social partnership training was the systemic activity-oriented and qualimetric approaches. The work used the general scientific method of analyzing regulatory documents and scientific pedagogical literature in higher education, as well as the Zwicky Cube method, which allows to determine the management strategy in teacher education at the university in the context of the “Three Missions of the University” implementation so that universities can see their strengths, which they can rely on, and choose the planned strategic direction, which will become a highly competitive advantage for them. To conduct a pedagogical examination of the social partnership components in the training of students, the method of group expert assessments was used, which makes it possible to detail their content in the form of a classification of the training of students as future qualified specialists. The scientific novelty of the research lies in determining the content of entrepreneurial, innovative and classical partnerships in the training of student teachers. As a result, the presented classification of social partnership types in the training of students allows us to determine strategic directions of activity in the organization of interaction between the academic community and the labor market in the context of the implementation of the "Three Missions of the University". The results of this study can be used by administration and university teachers when organizing social partnerships with the labor market for effective interaction in a modern market economy and the training of future qualified specialists.

The modernization of higher education opens up prospects for the use of three-dimensional graphic image processing technologies in the training of highly qualified specialists in accordance with the challenges of the future. Informational interaction with 3D models has didactic potential for the formation of demanded soft skills (creative thinking, ability to work in a team, project management experience) and improving the quality of training of digital school instructors. The aim of the study is to identify the specific features of the teamwork skills development among student teachers using 3D technology. The leading method is computer modeling using the tools of the Vectary program, when users create projects directly in a web browser. Scientific novelty: the potential of using 3D tools to develop students' teamwork skills is substantiated. Theoretical significance – the identified potentials of three-dimensional graphics processing technologies are clarified in relation to the training of student teachers and their group activities. 74 bachelors of the Faculty of Pedagogy and Psychology of Vyatka State University are involved. The area of training is Pedagogical Education 03.44.05, specialization "Physics and Computer Science", "Biology and English", "Russian language and Literature". Laura Stack's method is used to diagnose the level of team building. The results of the study present the ideas of using Vectary to develop students' teamwork skills in the framework of the "Theoretical", "Analytical", "Practical", "Methodological", and "Demonstration" stages when working on 3D virtual group projects. The results obtained are the basis for improving the training programs for preservice subject teachers in the context of the priorities of Industry 5.0. Practical significance – the factors influencing the effectiveness of the use of 3D technologies for the development of teamwork skills of digital school instructors have been identified: the degree of details in working out instructions; the existing user experience with three-dimensional image processing tools and the quality of previously learned material in previous disciplines; the interests of future specialists in the chosen field; the experience of participating in team projects. In conclusion, the specific features of teamwork on 3D models are formulated: group support for an individual participant in making extraordinary decisions; acceleration of personal and organizational growth; reduction of anxiety and burnout.

The relevance of the study is due to the intensification of the internationalization policy in higher education system in the context of modern reforming higher education. The article considers the specific features of preparation Chinese graduate and postgraduate students for research activity in the field of education of through the implementation of the axiological approach. The aim of the study is to identify and describe the most effective forms of organization and involvement of future teacher-researchers from the People's Republic of China in educational and research activities based on the formation of universal (humanistic), professional and ethno-national values of students. The article describes the ways of optimizing the research work of foreign students using the example of educational and communicative practices of the Faculty of Pedagogical Education of Lomonosov Moscow State University. The main research methods were: a critical review of scientific and pedagogical sources, classification and systematization methods, a questionnaire method, elements of comparative analysis. The key methodological principles of the study are the ideas of multicultural upbringing and education in a single information and educational space. The novelty of the study lies in the description of innovative approaches to the organization of research and socio-cultural activities of foreign students - future teachers in the conditions of a classical university. The forms of involvement of Chinese students in educational and research practices are revealed, taking into account the national psychology and features of the ethnic mentality. The results of the survey of Chinese respondents are presented, allowing us to identify the universal and national-ethnic value attitudes of students in research graduate and postgraduate schools in pedagogical areas. The theoretical significance of the study lies in the conceptual justification of the integration of the pedagogical axiology principles and ideas of multicultural education in relation to the field of training foreign students. From a practical point of view, the article is of interest to researchers in the field of education, teachers and representatives of the management level of universities in the context of improving the mechanisms of social and psychological adaptation of foreign students, graduate and postgraduate students in the Russian educational space.

The article examines the effectiveness of problem-based learning as a means of developing cooperation and teamwork skills among future teachers. Based on a survey of students at the pedagogical institute, an analysis of the influence of this method on the development of professional competencies was carried out. The study showed that the majority of students have a positive experience of using problem-based learning and are aware of its importance for the development of team skills. The results of the survey demonstrate the high effectiveness of the method in the formation of communicative competencies, the ability to work in a group and the development of critical thinking.